Kinesiology Faculty Publications and PresentationsCopyright (c) 2016 Boise State University All rights reserved.http://scholarworks.boisestate.edu/kinesiology_facpubs
Recent documents in Kinesiology Faculty Publications and Presentationsen-usSun, 23 Oct 2016 01:30:45 PDT3600Objective Assessment of Strength Training Exercises Using a Wrist-Worn Accelerometerhttp://scholarworks.boisestate.edu/kinesiology_facpubs/146
http://scholarworks.boisestate.edu/kinesiology_facpubs/146Fri, 21 Oct 2016 10:23:23 PDT
The 2008 Physical Activity Guidelines for Americans recommend that all adults perform muscle-strengthening exercises to work all of the major muscle groups of the body on at least 2 d·wk-1 , in addition to aerobic activity. Studies using objective methods of monitoring physical activity have focused primarily on the assessment of aerobic activity. To date, a method for assessing resistance training (RT) exercises has not been developed using a wrist-worn activity monitor. Purpose: The purpose of this study was to examine the use of a wrist-worn triaxial accelerometer-based activity monitor for classifying upper- and lower-body dumbbell RT exercises. Methods: Sixty participants performed 10 repetitions each of 12 different upper- and lower-body dynamic dumbbell exercises. Algorithms for classifying the exercises were developed using two different methods: support vector machine and cosine similarity. Confusion matrices were developed for each method, and intermethod reliabilities were assessed using Cohen's kappa. A repeated-measures ANOVA was used to compare the predicted repetitions, identified from the largest acceleration peaks, with the actual repetitions. Results: The results indicated that support vector machine and cosine similarity accurately classified the 12 different RT exercises 78% and 85% of the time, respectively. Both methods struggled to correctly differentiate bench press versus shoulder press and squat versus walking lunges. Repetition estimates were not significantly different for 8 of the 12 exercises. For the four exercises that were significantly different, the differences amount to less than 10%. Conclusion: This study demonstrated that RT exercises can be accurately classified using a single activity monitor worn on the wrist.
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Scott A. Conger et al.Electrical EngineeringImpact of an Active Educational Video Game on Children's Motivation, Science Knowledge, and Physical Activityhttp://scholarworks.boisestate.edu/kinesiology_facpubs/145
http://scholarworks.boisestate.edu/kinesiology_facpubs/145Wed, 12 Oct 2016 16:07:05 PDTBackground: Active educational video games (AVGs) appear to have a positive effect on elementary school students’ motivation leading to enhanced learning outcomes. The purpose of this study was to identify the effectiveness of an AVG on elementary school students’ science knowledge learning, physical activity (PA) level, and interest-based motivation.

Methods: In this randomized controlled study, 53 elementary school students were assigned to an experimental condition or a comparison condition. The experimental condition provided an AVG learning environment, whereas the comparison condition was based on sedentary educational video games.

Results: The results of repeated measures analysis of variance (ANOVA) on the knowledge test showed that students in both groups performed better on the post-test than they did on the pre-test (p < 0.001, η2 = 0.486), and their post-test scores did not differ significantly. The experimental condition provided a more active environment since the students’ average heart rates (HRs) were in the Target-Heart-Rate-Zone (HR = 134 bpm), which was significantly higher than the average HR (103 bpm) from the comparison condition (t = 7.212, p < 0.001). Students in the experimental condition perceived a higher level of situational interest than their counterparts in the comparison group (p < 0.01, and η2 = 0.301).

Conclusion: These results suggest that AVGs benefit children more in terms of PA and motivation than traditional video games by providing an enjoyable learning experience and sufficient PA.

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Haichun Sun et al.The Construct and Predictive Validity of Instruments Measuring the Psychosocial Correlates of Television Viewinghttp://scholarworks.boisestate.edu/kinesiology_facpubs/144
http://scholarworks.boisestate.edu/kinesiology_facpubs/144Fri, 16 Sep 2016 13:21:44 PDT
Background: Many studies have examined the consequences of prolonged television viewing, but few studies have examined the psychological states that contribute to this behavior. In this study, we evaluated the construct and predictive validity of psychosocial correlates of television viewing in a population of African American (AA) breast cancer survivors (BCS).

Methods: AA BCS (N = 342, Mean age = 54 years) completed measures of decisional balance, self-efficacy, family support, and time spent watching television online. Exploratory structural equation modeling (ESEM) was used to examine the construct and predictive validity as well as the differential item functioning of the instruments among population subgroups.

Results: The construct validity of the measures was supported among subgroups. The scales were measuring the construct similarly among the education and body size groups, but not among age groups. Subsequent analysis indicated that pros (β = -0.19, P < 0.05), cons (β = 0.18, P < 0.05), and self-efficacy (β = -0.16, P < 0.05) were significantly associated with time spent watching television.

Conclusions: Minor modifications may be needed to support the validity and reliability of the decisional balance and self-efficacy subscales among older survivors. More studies are needed to modify these measures to establish sufficient levels of construct and predictive validity in this population.

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Raheem J. Paxton et al.The Construct and Predictive Validity of Psychosocial Correlates of Television Viewinghttp://scholarworks.boisestate.edu/kinesiology_facpubs/143
http://scholarworks.boisestate.edu/kinesiology_facpubs/143Tue, 05 Jul 2016 14:32:56 PDT
Background: Many studies have examined the consequences of prolonged television viewing, but few studies have examined the psychological states that contribute to this behavior. In this study, we evaluated the construct and predictive validity of psychosocial correlates of television viewing in a population of African American (AA) breast cancer survivors (BCS).

Methods: AA BCS (N = 342, Mean age = 54 years) completed measures of decisional balance, self-efficacy, family support, and time spent watching television online. Exploratory structural equation modeling (ESEM) was used to examine the construct and predictive validity as well as the differential item functioning of the instruments among population subgroups.

Results: The construct validity of the measures was supported among subgroups. The scales were measuring the construct similarly among the education and body size groups, but not among age groups. Subsequent analysis indicated that pros (β = -0.19, P < 0.05), cons (β = 0.18, P < 0.05), and self-efficacy (β = -0.16, P < 0.05) were significantly associated with time spent watching television.

Conclusions: Minor modifications may be needed to support the validity and reliability of the decisional balance and self-efficacy subscales among older survivors. More studies are needed to modify these measures to establish sufficient levels of construct and predictive validity in this population.

Methods: Databases were searched for studies of regarding ED on male and/or female athletes. Inclusion criteria stated the study (a) assessed EDs in an athlete population 18‒26 years of age and (b) investigated EDs using a psychometric measure found valid and/or reliable in a non-athlete population and/or athlete population.

Conclusion: Only seven studies calculated validity coefficients within the study whereas 47 cited the validity coefficient. Twenty-six calculated a reliability coefficient whereas 47 cited the reliability of the ED measures. Four studies found validity evidence for the EAT, EDI, BULIT-R, QEDD, and EDE-Q in an athlete population. Few studies reviewed calculated validity and reliability coefficients of ED measures. Cross-validation of these measures in athlete populations is clearly needed.

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Zachary Pope et al.PsychologyEstablishing Common Course Objectives for Undergraduate Exercise Physiologyhttp://scholarworks.boisestate.edu/kinesiology_facpubs/137
http://scholarworks.boisestate.edu/kinesiology_facpubs/137Wed, 27 Jan 2016 16:11:58 PST
Undergraduate exercise physiology is a ubiquitous course in undergraduate kinesiology/exercise science programs with a broad scope and depth of topics. It is valuable to explore what is taught within this course. The purpose of the present study was to facilitate an understanding of what instructors teach in undergraduate exercise physiology, how it compares with various guidelines, and to continue the conversation regarding what should be taught. A survey was created using course outcomes from the American Society of Exercise Physiologists, National Association for Sport and Physical Education, Ivy’s 2007 Quest article, the National Athletic Training Association, the National Council for Accreditation of Teacher Education, and 36 undergraduate exercise physiology course syllabi. The 134-item survey was disseminated to individuals who use exercise physiology: university faculty members, clinical exercise physiologists, researchers, and other practitioners on various exercise physiology lists; 2,009 surveys were sent, and 322 surveys were completed (16% rate of return). There was a high degree of agreement about a lot of important content in undergraduate exercise physiology. Instructors of exercise physiology should focus their curriculum on regulation and homeostasis (including adaptation, fatigue, and recovery), aerobic systems, bioenergetics, muscle physiology, and fitness principles. In addition, attention should be paid to performance and technical skills. In conclusion, it is up to exercise physiologists to ensure quality of knowledge and practice. Doing so will improve the uniformity and quality of practitioners within the various kinesiology/ exercise science fields and increase the value of a Kinesiology/ Exercise Science degree and set it apart from other healthcare providers and fitness professionals.
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Shawn R. SimonsonBRCTrends in Physical Activity and Sedentary Behaviors of United States Youthhttp://scholarworks.boisestate.edu/kinesiology_facpubs/136
http://scholarworks.boisestate.edu/kinesiology_facpubs/136Mon, 14 Dec 2015 10:32:14 PSTBackground: Increases in childhood and adolescent obesity are a growing concern in the United States (U.S.), and in most countries throughout the world. Declines in physical activity are often postulated to have contributed to the rise in obesity rates during the past 40 years. Methods: We searched for studies of trends in physical activity and sedentary behaviors of U.S. youth, using nontraditional data sources. Literature searches were conducted for active commuting, physical education, high-school sports, and outdoor play. In addition, trends in sedentary behaviors were examined. Results: Data from the Youth Risk Behavior Surveillance System (YRBSS) and other national surveys, as well as longitudinal studies in the transportation, education, electronic media, and recreation sectors showed evidence of changes in several indicators. Active commuting, high school physical education, and outdoor play (in 3- to 12-year-olds) declined over time, while sports participation in high school girls increased from 1971 to 2012. In addition, electronic entertainment and computer use increased during the first decade of the 21st century. Conclusions: Technological and societal changes have impacted the types of physical activities performed by U.S. youth. These data are helpful in understanding the factors associated with the rise in obesity, and in proposing potential solutions.
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David R. Bassett et al.Randomized and Blinded Study for the Treatment of Glenohumeral Internal Rotation of Motion Restriction: The Prone-­Passive Stretching Techniquehttp://scholarworks.boisestate.edu/kinesiology_facpubs/135
http://scholarworks.boisestate.edu/kinesiology_facpubs/135Thu, 24 Sep 2015 14:06:57 PDTBackground: Prior research has focused on specific interventions to reduce the symptoms of glenohumeral internal rotation deficit (GIRD) and posterior glenohumeral (GH) tightness; however, clinicians often utilize a prone stretching technique instead for which a lack of evidence exists to support the use of. Hypothesis: Improvements in GH Internal rotation (IR) range of motion (ROM) will be greater in a group of overhead athletes using a prone-passive stretching technique than for overhead athletes using a cross-body stretching technique. Design: Randomized and blinded comparative research study Methods: 34 asymptomatic overhead athletes exhibiting ≥ 10˚ of GH IR deficit randomly received either 12 prone-passive (n=17) or cross-body (n=17) stretching treatments for the deficit over a consecutive 28 day period. Measures of IR and externals rotations (ER) for both the dominant and non-dominant shoulders were taken with a modified digital inclinometer before and after participants underwent 12 treatments over a consecutive 28-day period in either the prone-passive or cross-body group. Results: Analysis revealed increased dominant shoulder IR ROM and total motion, whereas IR deficit decreased for both groups, but no group differences. Gain scores for the prone-passive and cross-body respectively: IR ROM (13.23˚ ± 7.78˚, 8.47˚ ± 8.71˚), IR deficit (-12.64˚ ± 11.49˚, -9.13 ± 8.33˚), and total motion (14.81˚ ± 11.27˚, 9.97˚ ± 11.99˚). Conclusion: The prone-passive stretching technique is as effective as the cross-body technique at improving IR ROM, IR deficit, and total motion in the shoulder joint in participants with IR deficit. Clinical Relevance: Accounting for IR deficits in the overhead athlete shoulder is effectively managed through both clinician-assisted and self-stretching techniques. Clinicians treating overhead athletes with greater limitations in IR ROM may find the prone-passive technique advantageous when compared to the cross-body technique.
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Dave Hammons et al.Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachershttp://scholarworks.boisestate.edu/kinesiology_facpubs/134
http://scholarworks.boisestate.edu/kinesiology_facpubs/134Fri, 26 Jun 2015 10:37:36 PDT
The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of physical activity and the practice of physical activity, in Physical Education Teacher Education curricula. Maurice Merleau-Ponty’s philosophy of the lived body is employed to (a) challenge the predominant inclusion of the scientific dimensions of physical activity in teacher preparation curricula and (b) suggest that preservice physical education teachers need “lived body knowledge” of the subject matter to teach physical education. Lived body knowledge is skillful and meaningful engagement in dance, exercise, games, play, and/or sport. It is then argued that the practice of physical activity deserves a significant presence in Physical Education Teacher Education curricula.
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Tyler G. JohnsonCoaching Behaviors and Adolescent Athletes' Sportspersonship Outcomes: Further Validation of the Sportsmanship Coaching Behaviors Scale (SCBS)http://scholarworks.boisestate.edu/kinesiology_facpubs/133
http://scholarworks.boisestate.edu/kinesiology_facpubs/133Fri, 17 Apr 2015 13:18:43 PDT
N. D. Bolter and M. R. Weiss (2012, Coaching for character: Development of the Sportsmanship Coaching Behaviors Scale (SCBS). Sport, Exercise, and Performance Psychology, 1, 73–90) created and provided initial validity for the Sportsmanship Coaching Behavior Scale (SCBS) to assess adolescent athletes' perceptions of coaches' behaviors that promote or deter sportsperson-like behaviors. The present study provided additional factorial and criterion validity for the SCBS with a sample of 418 adolescents (211 female, 207 male) participating in a variety of team sports. Participants completed the SCBS and a measure of prosocial and antisocial behaviors toward teammates and opponents (M. Kavussanu and I. D. Boardley, 2009, The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31, 97–117). A confirmatory factor analysis established factorial validity and gender invariance for a 6-factor model of the SCBS. Criterion validity was shown in that four coaching behaviors (modeling, reinforcing, teaching, and prioritizing winning) were related to athletes' prosocial and antisocial behaviors in theoretically consistent ways. Unique findings emerged for boys and girls in the pattern of relationships between coaching behaviors and sportspersonship outcomes. Teaching and modeling were important coaching mechanisms for explaining girls' sportspersonship behaviors, whereas reinforcing and prioritizing winning were significantly related to boys' sportspersonship behaviors. Results provide support for a valid and reliable tool for assessing coaches' influence in promoting athletes' sportspersonship outcomes.
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Nicole D. Bolter et al.Measurement Properties of the Sedentary Behavior Strategy Self-Management Instrument in African-American Breast Cancer Survivorshttp://scholarworks.boisestate.edu/kinesiology_facpubs/132
http://scholarworks.boisestate.edu/kinesiology_facpubs/132Thu, 22 Jan 2015 13:34:34 PSTObjectives: To examine the validity and reliability of a modified Sedentary Behavior Strategy Self-Management Scale (SBSMS) in a sample of breast cancer survivors. Methods: A total of 291 African-American (AA) breast cancer survivors completed the SBSMS, which was subjected to tests of reliability, structural validity, and tests of measurement equivalence/invariance (ME/I). Results: A revised measurement model fit the data and demonstrated internal reliability and structural validity. Tests for ME/I revealed that the revised model had appropriate levels of invariance among weight status, educational, and years out from diagnosis groups, but not among age groups. Conclusion: The reliability and structural validity of the instrument was supported overall; however, revisions may be needed to support its validity in older AA breast cancer survivors.
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Raheem J. Paxton et al.Self-Regulation of Physical Education Teacher Education Students' Attitudes Towards Exercise and Diethttp://scholarworks.boisestate.edu/kinesiology_facpubs/131
http://scholarworks.boisestate.edu/kinesiology_facpubs/131Tue, 20 Jan 2015 14:50:34 PST
The purpose of this study was to assess differences in self-regulation of attitudes towards engaging in exercise and eating a healthy diet between physical education teacher education (PETE) students and general education (GE) students, and between male students and female students. Participants were university students (n = 194) at a university in the Intermountain West in the U.S. Results showed that PETE students were more autonomous in their attitudes towards exercise than other students, all female students were more controlled in their attitudes towards diet than males, and PETE females’ attitudes towards diet were more controlled than PETE males. PETE curricula should include experiences to help students internalize exercise and healthy diet values so they will develop attitudes towards engaging in exercise and eating a healthy diet for autonomous reasons.
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Carol Wilkinson et al.Physical Activity Practices in Elementary Schools and Associations with Physical Education Staffing and Traininghttp://scholarworks.boisestate.edu/kinesiology_facpubs/130
http://scholarworks.boisestate.edu/kinesiology_facpubs/130Mon, 01 Dec 2014 15:26:38 PSTPurpose: Authorities recommend that schools provide a variety of opportunities for students to obtain physical activity (PA) before, during, and after school. This study assessed the prevalence of several school PA practices—including measures of quantity and quality of physical education (PE)—in elementary schools and examined the associations of PA practices with school resources (PE staffing, training, and facilities). Method: Surveys were obtained from respondents in nationally representative samples of elementary schools from 2009–2010 to 2011–2012 (1,831 schools). Results: Few schools (20.8%) provided students with PE class every day, but most (76.3%) had an appropriate PE student-to-teacher ratio ( ≤ 25:1). Many schools (74.0%) offered 20 min of recess daily, but fewer than half offered organized opportunities for PA before or after school (e.g., sports). After controlling for demographics and school size, having a full-time PE teacher and requiring PE teachers to obtain PE-related continuing education (CE) were associated with PE practices such as offering ≥ 150 min of PE per week (for 3rd-grade students) and testing PE knowledge, skills, and fitness. Required CE was also associated with a higher likelihood of offering PA during the school day (i.e., activity breaks and PA outside of PE class) and before or after the school day (i.e., afterschool PA programs). Conclusion: Few schools offer a broad array of PA programming. However, PE staffing and CE are positively associated with many PA practices including those outside of PE, possibly indicating that PE staff serve a crucial role in promoting a whole-school PA-supportive environment.
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Lindsey Turner et al.How Prepared are College Freshmen Athletes for the Rigors of College Strength and Conditioning? A Survey of College Strength and Conditioning Coacheshttp://scholarworks.boisestate.edu/kinesiology_facpubs/129
http://scholarworks.boisestate.edu/kinesiology_facpubs/129Thu, 20 Nov 2014 14:30:28 PST
Training programs for high school athletes have changed over the last 20 years. High school physical education classes have transformed into sport-specific conditioning classes with intensities matching college or professional athlete programming. In addition, involvement in private, sport-specific, training increased; but despite these advanced training methods, are high school athletes prepared for collegiate sport competition? An anonymous survey was sent to 195 Division I strength and conditioning coaches (SCC) to discern incoming college freshman athletes’ physical and psychological preparedness for the rigors of collegiate training and sport competition. Fifty-seven (29%) responses were received. Strength and conditioning coaches stated that incoming college freshman athletes lack lower extremity strength, overall flexibility, and core strength as well as proper Olympic lifting technique. Strength and conditioning coaches also stated that athletes lacked the mental toughness to endure collegiate sport training in addition to claiming incoming athletes lacked knowledge of correct nutrition and recovery principles. These results suggest a lack of collegiate training/sport preparedness of high school athletes. High school strength and conditioning specialist’s goal is to produce better athletes and doing so requires the strength and conditioning coach/trainer to have knowledge of how to train high school athletes. One way to assure adequate knowledge of strength and conditioning training principles is for high school coaches/trainers to be certified in the field. Strength and conditioning certifications among high school strength and conditioning coaches/trainers would encourage developmentally appropriate training and would provide universities with athletes who are prepared for the rigors of collegiate sport training/competition.
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Susan M. Wade et al.BRCThe Play Community: A Student-Centered Model for Physical Educationhttp://scholarworks.boisestate.edu/kinesiology_facpubs/128
http://scholarworks.boisestate.edu/kinesiology_facpubs/128Wed, 05 Nov 2014 16:08:04 PST
As a result of their participation in K–12 physical education, students should obtain high levels of physical activity and learn motor and/or sport skills. How to accomplish these outcomes in the context of K–12 physical education is a continuous challenge for teachers. The purpose of this article is to introduce the play community model, which addresses how to proceed in the current climate of public health demands and a continuing commitment to educational outcomes like skill/knowledge attainment. First, a theoretical foundation for the play community model is delineated. Second, practical suggestions for implementing the play community model in physical education are offered. An underlying assumption of the play community model is that students will develop skills and knowledge, and increase their activity levels and/or fitness when their aspirations to participate in an activity or sport are sufficiently strong. Under this model, a physical education teacher's primary responsibility is to create specific sport or activity play communities where students' interest in physical education content can flourish. It is proposed that the physical education outcomes teachers so highly prize in today's educational environments — skills, knowledge, and physical activity/fitness and health — will occur “organically” via student involvement and inclusion in specific activity or sport play communities.
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Tyler G. Johnson et al.Developing a Statewide Childhood Body Mass Index Surveillance Programhttp://scholarworks.boisestate.edu/kinesiology_facpubs/127
http://scholarworks.boisestate.edu/kinesiology_facpubs/127Fri, 26 Sep 2014 13:43:52 PDTBackground

Several states have implemented childhood obesity surveillance programs supported by legislation. Representatives from Idaho wished to develop a model for childhood obesity surveillance without the support of state legislation, and subsequently report predictors of overweight and obesity in the state.

Methods

A coalition comprised of the Idaho State Department of Education and 4 universities identified a randomized cluster sample of schools. After obtaining school administrator consent, measurement teams traveled to each school to measure height and weight of students. Sex and race/ethnicity data were also collected.

Results

The collaboration between the universities resulted in a sample of 6735 students from 48 schools and 36 communities. Overall, 29.2% of the youth in the sample were classified as overweight or obese, ranging from 24.0% for grade 1 to 33.8% for grade 5. The prevalence of overweight and obesity across schools was highly variable (31.2 ± 7.58%). Hierarchical logistic regression indicated that sex, age, race/ethnicity, socioeconomic status, and region were all significant predictors of overweight and obesity, whereas school was not.

Conclusions

This coalition enabled the state of Idaho to successfully estimate the prevalence of overweight and obesity on a representative sample of children from all regions of the state, and subsequently identify populations at greatest risk.